All About Rubrics

Not
Rub
i ks!!
!
Originally Developed By
Heather J Goodin, PhD, RN, AHN-BC, CPN
 Learning Objectives
By the end of this module, the learner will be
able to:
1. Examine all the essential elements of
developing a comprehensive rubric to use to
evaluate learning.
2. Create a rubric to evaluate all elements of a
learning activity such as a formal paper,
presentation, or other assignments.
https://s-media-cache-ak0.pinimg.com/originals/24/60/b6/2460b69bf8a6258079aca8db5ba34700.jpg
 What is a Rubric?
• a guide listing specific criteria for grading
or scoring academic papers, projects, or tests
(http://www.merriamwebster.com/dictionary/rubric)

• a scoring tool that explicitly represents the performance

expectations for an assignment or piece of work.
Assigned work is divided into component parts and
provides clear descriptions of the characteristics of the
work associated with each component, at varying levels
of mastery.
• can be used as scoring or grading guides, to provide
formative feedback to support and guide ongoing
learning efforts, or both.
Image: http://upload.wikimedia.org/
(https://www.cmu.edu/teaching/designteach/teach/rubrics.html)
wikipedia/commons/8/83/Rubric.jpg
 What Can Using a Rubric
Do For Educators?
• Provide clear directions
• Promote reliability among multiple graders
• Can support accurate, consistent & unbiased
ratings
• Can serve as a scoring guide that focuses on
best practices in completing skills & providing
detailed feedback
(Billings & Halstead, 2016)
What Can Be Evaluated Using a Rubric?
• research reports
• answers on essay exams
• works of poetry or fiction
• musical recitals
• theatrical performances
• athletic performance
• individual and group presentations
• poster presentations
• participation as a member of a team or group
• grant proposals
• portfolios http://uwf.edu/offices/cutla/supporting-pages/rubric-development/
 Types of Rubrics
• Holistic Rubric
Rubric consists of a set of
descriptors that generate a http://www.cultofpedagogy.com/wp-

single, global score for the entire work. 

content/uploads/2014/04/Boxing-
Rubrics.png

• Analytic Rubric
Rubric is comprised of a set of focused holistic rubrics
for specific components that will be evaluated
independently. These components might be reported
separately or they might be combined to create a
global score that is used for determining a grade. 

http://uwf.edu/offices/cutla/supporting-pages/rubric-development/
Holistic Scoring
Rubric
• Score assigned
based on
student’s
response that
best reflects one
description in the
rubric

https://s.yimg.com/fz/api/res/1.2/Q9wyWGpaOccYxi1aEXlTfw--/
YXBwaWQ9c3JjaGRkO2g9MTQwNDtxPTk1O3c9MTAwNA--/http://blogs.unb.ca/teaching-voi
65f7668883ca060501cadfde6b684abescoringrubric.jpeg
 Analytic Scoring
More detailed
scoring plan to
evaluate several
content areas in
degrees of
quality and with
specific
characteristics –
good for use
with essays &
other written
works
 Analytic vs Holistic

http://teaching.berkeley.edu/sites/teaching.berkeley.edu/files/AnalyticHolistic.png
 Online Programs to Help
You Build Rubrics

http://www.rcampus.com/indexrubric.cfm
http://
www.learner.org/
workshops/hswriting/
interactives/rubric/

http://rubistar.4teachers.org/index.php
Sample: Online Discussion Rubric

http://www.rcampus.com/rubricshowc.cfm?code=SX56X48&sp=true&
 Practice Building a Rubric
Gain experience developing both an analytical
and holistic rubric to evaluation “Learner
Participation”
Step 1: Categories/Scales to Evaluate Performance

Step 2: Develop Performance Elements

Step 3: Descriptors For Each Performance Element

 Learner Participation Rubric
(Analytical)
Example Example
Performance Categories
Elements

(Category/Scale to Evaluate Performance)

(Average or Below) (Good) (Excellent)
Asks Questions (Descriptors for
Each Performance
(Performance Elements)

Element)
Listens -often distracted or
Effectively disinterested

Example of One
Descriptor for
Performance Element
“Listens effectively”
 Steps for Constructing a Rubric
1. Determine the elements or criteria that will be used to
evaluate the work.
2. Identify the difference between good work and weaker
work.
3. Describe the procedures used for making judgments (or
assigning scores). Write clear descriptions of the types of
work that will be assigned to each category or level of
achievement. These descriptions will help users apply the
rubric consistently over time, increasing the reliability and
perceived fairness of the evaluation process.

Resource: http://uwf.edu/offices/cutla/supporting-pages/rubric-development/
 Online Exercise:
Practice building a
holistic or analytic rubric
for use in your own
teaching practice

http://www.quotesvalley.com/images/03/life-is-like-
a-rubiks-cube.jpg

Remember: Always begin building your evaluation

tool (e.g. rubric) by reviewing the learning objectives
for the course and the specific assignment used to
evaluate the learner